INDIVIDUALS VS SOCIETY IN THE MIDDLE AGES Essay -- Essays Papers

INDIVIDUALS VS SOCIETY IN THE MIDDLE AGES The feudal society of the Middle Ages, from 300 AD – 1300AD, created instability that resulted in civil wars and the Crusades. This culture is what caused the changes and development of individuals and their society. Feudalism was a type of government in which political power was treated as a private possession and was divided between many lords during the Middle Ages. Only nobles were to rule until knights could build up lordships. 1 Empires were becoming too vast and too complicated. They began to split in half and then subdivide again without stopping for long centuries until 1300. This brought about a decline in public spirit. Causes of destruction multiplied with the level of conquest. Emperors became worried about their personal safety and the public peace. 2 Aristocrats took responsibility for defense against invaders. A family that fought for a certain area became hereditary rulers of that area. This seemed to be the best way for them to preserve their wealth, standard of living, and political position in an unstable world. Kings were losing control, as political power had become private, heritable property for counts and dukes. The weakening of the kings gave the aristocracy the opportunity to gain the service of most knights. The knights were nothing by themselves. They had no prestige, no political power, not even much military significance. They had to have a lord to function effectively and they had to serve the lord regularly and faithfully. Members of the aristocracy gave loyalty and services only when he felt it was to his advantage. 3 Civilization was completely engulfed by the inflow of barbarous elements from outside, partly by penetration, partly by... ...ld 300-1300. 2d ed. Toronto, Ontario: MacMillan Company, 1968. 3. See Hoyt 4. See Cantor 5. See Cantor 6. Contamine, Philippe. War in the Middle Ages. New York, New York: Basil Blackwell Ltd, 1984. 7. "Medieval Crusades." The Crusades. 22 October 1999. http://www.Kent.pvt.k12.ct.us/Department/General_Studies/ contents.htm. 8. See Contamine 9. Peters, Edward. Europe: The World of the Middle Ages. Englewood Cliffs, New Jersey: Prentice Hall INC, 1977. 10. See Contamine 11. See Cantor 12. See Cantor 13. See Contamine 14. See Peters 15. See Contamine 16. See Contamine 17. Riley-Smith, Jonathan. The Crusades – A Short History. Great Britain: The Athlone Press Limited, 1987. 18. See Riley-Smith 19. See Riley-Smith 20. See Medieval Crusades 21. See Peters 22. See Peters

Mike and Marty Essay

How would you rate Mike and Marty on the Big Five personality traits? I think Mike and Marty are complete opposites from each other. On the personality traits I rate them for the same traits but opposite sides. For example both have neuroticism, but Marty is stable, calm but insecure when Mike is tense, anxious but secure. I would also rate them both for conscientiousness Marty being careful, disciplined and organized but Mike being the opposite, careless, impulsive and disorganized. For extraversion, I think Marty is quiet, sober and retiring when Mike is mike is definitely talkative, fun-loving and sociable. Even though they have the same traits, they are opposites from each other. Which of the two brothers seems more likely to be achieving self-actualization? Explain. I think Marty is the one that is more likely to achieve self-actualization. He seems to know his goals and is achieving one after another. He is very responsible and is going a secure path, full of achievements. He has a fulfilling career and a family, something most people are striving for. He will most likely feel like he has succeeded in life, which is an important step on the way to self-actualization. Mike on the other hand seems to live for the day, not being much concerned about tomorrow. He is very irresponsible with his actions, which one day will catch up with him. I think he is not going to be able to achieve self-actualization because he won’t feel like he has succeeded in life or that he has done everything right and well. Do Mike and Marty appear to have different levels of intelligence, or do they show intelligence in different ways? Please explain. I don’t think you can tell who is more intelligent here. Marty is definitely book-smarter than Mike, but Mike is social and has a different kind of intelligence. I am sure that Marty is more logical-mathematical intelligent than Mike, but Mike is more interpersonal intelligent than Marty. Marty shows his intelligence in his school past and his career and Mike is showing his intelligence in being a social person. I believe Mike has more friends than Marty because he is more outgoing and confident. Both are intelligent but in different ways, you can tell they are expressing their intelligence differently with their life choices.

Methods in Identifying Business Process Essay

Abstract This paper will discuss which information gathering methods can be used in analyzing requirements, identify which business process mapping methods should be used in analysis activities, discuss which business process mapping tools should be used in documenting analysis, indicate how the analyst would know if these methods and tools were effective in understanding the requirements, and explain how prototyping tools could be used to confirm these requirements. Assessment of Enterprise Level Business Systems Information gathering used in analyzing the requirements of a business are essential to ensure that the customer is getting the best possible product for their needs. It is important for the consulting team to know different methods of information gathering to obtain the best possible information they can as this will help to ensure a higher success rate for the overall implementation of the product. In today’s world, it is very easy for a customer to comparison shop the different products available to them. Browsing online and clicking a mouse is all it takes to move from one company to the next. The process starts when a customer starts narrowing down what they are looking for and begins to choose a few systems to have personally demonstrated to the company. Best practices would state that the consultant in charge of providing the demonstration of the software would do some homework on the company to find out what they do, start speaking with some of the stake holders to see what they expect from a new system (HR may not have the same requirements as IT, who may not have the same requirements as management or production). Meeting with a number of stakeholders within the different departments of a business will help the consultant narrow down the needs of the organization. This gives the consultant an edge and can help the consultant provide a customized demonstration of the software for the company. Digging deeper, the consultant should also have a team of experts on his or her side as well, someone that may be a subject matter expert, and a technical expert  will help as well. This is to ensure that input is taken from users and from IT and can be used to ensure the best possible user interface for those using the system and what resources are already in place vs. what is needed on the technical side. Every avenue available to the consultant should be examined to ensure the best system fit for the business. The business process mapping methods that should be used in analysis activities should be determined by what the business is doing. There are four main steps of process mapping that are needed. They are: * Process identification or attaining a comprehensive and well-rounded understanding of all the steps of a process. * Information gathering, or identifying objectives, risks and key controls in a process. * Interviewing and mapping or gaining the perspective of individuals in the process and designing actual maps to be used in the process. * Analysis or utilizing the tools and approaches used to make the process run in the most efficient and effective way possible. (Jacka, J. Mike) First, the process or processes used by the business must be identified so the consultant may gain a full understanding of what is to be expected in the new system. Without process identification, the project would be at a standstill. Gathering information around the processes helps identify what the objectives of a process might be, what risks might be involved within a process and what is needed to control the process from beginning to end. For example, if a company that makes fiberglass bathtubs were to put a process in place for the gel coating or painting procedure of a tub project, the process might show that the mold is to be positioned in the paint booth, dust and debris is to be removed from the mold using a wipe down cloth and air hose, the paint has to be a certain thickness, so one of the risks involved would be paint that is too thick or thin in spots. Finally we have the controls that maintain the process from beginning to end which may be manual or robotic. Other things could also come into play such as paint levels, catalyst and dry time, so it is important to obtain all information surrounding the process as possible. Interviewing individuals who currently run a process is important to ensuring that nothing is left out of the process. If it is possible, the consultant should interview a few different  people that perform the same function to obtain an objective look at the overall process and cover different ways of doing the same thing. From these interviews the process map could be created. Finally, we would analyze the process map and ensure that each step of the process is accounted for and is conducted in the efficient and effective way. The consultant may ask additional questions at this point to see if something within the current process is wasteful, and what may be done to improve on the process. Documenting the process of the analysis should be done meticulously as well. This can be done in a report fashion or in a flow chart fashion. Both have their merits, however, a flow chart can make a very complicated process seem very simple by breaking it down into steps and utilizing different shapes for these steps. A flowchart is a primary type of business process mapping the shapes or symbols used such as arrows, circles, diamonds, boxes, ovals or rectangles will mean something different for each step. Though a flowchart simplifies a process, it can detail the inputs, activities, decision points, and outputs of any process. An analyst could know that this type of documentation and mapping has shown its worth by the understanding and acceptance of those he has interviewed to understand the process in the first place. If the analyst allows the users to review the flowcharts and they understand each step of the process, then the documentation has done what was intended. Additionally, the users may be able to point out additional ways to make a process better at that time if they had not done so before. Prototyping tools allow the analyst to create a mockup of what the documented process may look like and how it may actually work in simulated real time. The prototype can show users what a version of the finished product may look like and how it will function. This is yet another failsafe built into the overall assessment process and may give the analyst another area to make process improvements based on the input of users, management and project stakeholders. The assessment of an enterprise level business system is lengthy and can be complicated if the right people are not included in the process. However, if the analyst follows time proven techniques to identify what is needed, gather information, document and map out the processes and use the analysis of the mapped out processes to create a good prototype, the analyst should be better able to create what is needed for the business. References Jacka, J. Mike & Paulette J. Keller (2011), Business Process Mapping: Improving Customer Satisfaction, Second Edition(6-10)

Mat 540

TQuantitative Methods – MAT 540 Student Course Guide Prerequisite: MAT 300 Quarter Meeting Days/Time Instructor Instructor Phone Instructor E-mail Instructor Office Hours/Location Academic Office Phone Number Strayer Technical Support INSTRUCTIONAL MATERIAL – Required ( including all mandatory software) 1-877-642-2999 Taylor, B. M. (2010). Introduction to management science (10th ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall. QM for Windows and Treeplan add-on for Excel. This software is available in the Open Lab at Strayer campuses, and can also be downloaded from the textbook's companion website. http://wps. prenhall. om/bp_taylor_introms_10/112/28870/7390751. cw/index. html Scientific Calculator INSTRUCTIONAL MATERIAL – Supporting The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course. Buglear, J. (2005) Quantitative methods for business: the A to Z. Oxfor d, U. K. : Elsevier Butterworth-Heinemann. Anderson, D. R. , Sweeney, D. J. , Williams, T. A. , Camm, J. D. , Martin, R. K. (2010) Quantitative methods for business. (11th Ed. ) Mason, OH: South-western (Cengage). http://www. msubillings. edu/BusinessFaculty/Harris/LP_Problem_intro. tm Dilgard, L. A. (2009, Summer) Worst forecasting practices in corporate America and their solutions — case studies. Journal of Business Forecasting, 28 (2), 4 – 13. Retrieved from EBSCO-Host Business Premier database. Begley, S. (2004, April 23). Did You Hear the One About the Salesman Who Traveled Better? The Wall Street Journal (Eastern Edition), p. B. 1. Retrieved from ProQuest National Newspapers Expanded database. COURSE DESCRIPTION Applies quantitative methods to systems management (Decision Theory), and/or methods of decision-making with respect to sampling, organizing, and analyzing empirical data. MAT540 Student Version 1122 (11-29-2011) Final Page 1 of 19 COURSE OUTCOMES Upon the successful completion of this course, the student will be able to: 1. Describe the role of quantitative methods in business decision making. 2. Analyze decision-making problems electronically. 3. Create statistical analysis of simulation results. 4. Apply the most appropriate forecasting method for the properties of the available data. . 5. Solve linear programming problems. 6. Create sensitivity analysis on linear programming model parameters. 7. Apply linear programming models to project management applications. 8. Solve integer-programming problems. 9. Develop solutions for transshipment problems. 10. Use technology and information resources to research issues in Management Science 11. Communicate issues in Management Science. COURSE EXPECTATIONS To obtain the most benefit from this class: ? Follow Strayer University’s policies and procedures as well as those specific to this class. o Class specific information can be found within the â€Å"Class Information† section within the Student Center. WEEKLY COURSE SCHEDULE The weekly schedule below describes the learning activities that will help you achieve the course outcomes listed above and the assignments that will be used to measure your mastery of the outcomes. Each week is divided into sections consisting of readings, lectures, activities and assignments. For selected assignments, you will find a rubric that will be used to evaluate your performance. Each week is divided into sections consisting of activities including readings, lectures and discussions, quizzes, and assignments. WEEK 1 Course outcome in focus: ? Describe the role of quantitative methods in business decision making. ? Use technology and information resources to research and communicate issues in Management Science. Supporting topics: ? Management science approach to problem solving MAT540 Student Version 1122 (11-29-2011) Final Page 2 of 19 ? ? ? ? ? ? ? ? ? ? Model building: break-even analysis Computer solution Management science modeling techniques Business usage of management science techniques Management science models in decision support systems Types of probability Fundamentals of probability Statistical independence and dependence Expected value The normal distribution Weekly Activities: Reading: ? Chapter 1, Management Science ? Chapter 11, Probability and Statistics ? Review Syllabus Parts I & II Assignments: ? Complete Week 1 Quiz Course Lectures: ? ? ? ? Lecture/discussion on faculty introduction, course overview ,and expectations Activity – Student introductions Lecture/discussion on: Overview of Management science; statistics and probability e-Activity – Probability in your profession ? Do you use probability in your profession? More than likely you do. For example, in the heath field you could say that 1 in 4 women give birth by c-section (Parenting, May 2005). This means that the probability of giving birth by c-section is 1/4 = 0. 25 = 25%. Similar probabilities could be found in other professions. Using your favorite search engine, find an example of probability being used in your chosen profession. Explain the example and be sure to cite the source of the information clearly. Assignment: Quiz 1 Please take the quiz in the course shell for Week 1 that covers the material in Chapters 1 and 11. This is an open book, timed quiz that can only be taken once with a time limit of MAT540 Student Version 1122 (11-29-2011) Final Page 3 of 19 one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions, ten from each chapter. Each question is worth 2 points. WEEK 2 Course outcome in focus: ? Analyze decision-making problems electronically. Supporting topics: ? Components of decision making ? Decision making without probabilities ? Decision making with probabilities ? Decision analysis with additional information Weekly Activities: Reading: ? Chapter 12, Decision Analysis Assignments: ? Complete Week 2 Quiz Course Lectures: ? ? Lecture/discussion on components of decision making through decision trees. Activity – Decision Tree o Explain the parts of a decision tree. o What are some benefits of using decision trees? o In what ways can decision trees be used for business decisions? Name some real-world examples. Lecture/discussion on decision making without probabilities; decision making with probabilities. Activity – Probability and Decisions o How does the science of probability affect decisions? Why? ? ? Assignment: Quiz 2 Please take the quiz in the course shell for Week 2 that covers the material in Chapters 11 and 12. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. MAT540 Student Version 1122 (11-29-2011) Final Page 4 of 19 WEEK 3 Course outcome in focus: ? Create statistical analysis of simulation results. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? The Monte Carlo process ? Computer simulation with excel spreadsheets ? Simulation of a queuing system ? Continuous probability distributions ? Statistical analysis of simulation results ? Verification of the simulation model ? Areas of simulation application Weekly Activities: Reading: ? Chapter 14, Simulation ? Assignments: ? Complete Week 3 Case Assignment Course Lectures: ? ? Lecture/discussion on The Monte Carlo process; computer simulation with excel spreadsheets Activity – Pseudorandom numbers o Why do we use pseudorandom numbers in simulations? o How do pseudorandom numbers affect the accuracy of a simulation? Lecture/discussion on statistical analysis of simulation results; verification of the simulation model Activity – Simulation o Question for discussion: What is the role of statistical analysis in simulation? ? Assignment: Assignment #1: JET Copies Case Problem Read the â€Å"JET Copies† Case Problem on pages 678-679 of the text. Using simulation estimate the loss of revenue due to copier breakdown for one year, as follows: 1. In Excel, use a suitable method for generating the number of days needed to repair the copier, when it is out of service, according to the discrete d istribution shown. 2. In Excel, use a suitable method for simulating the interval between successive MAT540 Student Version 1122 (11-29-2011) Final Page 5 of 19 3. 4. 5. 6. breakdowns, according to the continuous distribution shown. In Excel, use a suitable method for simulating the lost revenue for each day the copier is out of service. Put all of this together to simulate the lost revenue due to copier breakdowns over 1 year to answer the question asked in the case study. In a word processing program, write a brief description/explanation of how you implemented each component of the model. Write 1-2 paragraphs for each component of the model (days-to-repair; interval between breakdowns; lost revenue; putting it together). Answer the question posed in the case study. How confident are you that this answer is a good one? What are the limits of the study? Write at least one paragraph. There are two deliverables for this Case Problem, the Excel spreadsheet and the written description/explanation. Please submit both of them electronically via the dropbox. The assignment will be graded using the associated rubric. Outcome Assessed: Create statistical analysis of simulation results. Communicate issues in management science Grading Rubric for JET Copies Case Problem There are 12 possible points in each of the five criteria for a total of 60 points possible. Unacceptable (0 points) Did not submit or did not model this component in an appropriate manner 1 Developing (6 points) This component was modeled, but the method and/or implementation had mistakes that affected the validity of the model This component was modeled, but the method and/or implementation had mistakes that affected the validity of the model This component was modeled, but the method and/ or implementation had mistakes that affected the validity of the model Provided partially developed written description that matches the method 70 – 79% accuracy. Competent (9 points) Used a method that is recognizably appropriate, but the implementation had minor mistakes 3 Exemplary (12 points) Used an appropriate method and correctly implemented it ? ? Criteria 1. Model number of days to repair 2. Model number of weeks between breakdowns Did not submit or did not model this component in an appropriate manner Used a method that is recognizably appropriate, but the implementation had minor mistakes Used an appropriate method and correctly implemented it 3. Model lost revenue due to breakdowns Did not submit or did not model this component in an appropriate manner Used a method that is recognizably appropriate, but the implementation had minor mistakes Used an appropriate method and correctly implemented it 4. Provide written description and explanation of the simulation Did not submit or described insufficiently. Omitted key points. Provided sufficiently developed written description that matches the method 80 – 89% accuracy. Provided sufficiently correct 5. Combine model components to Did not submit or result not provided, Provided partially correct result. Provided fully developed written description that is correct and matches the method used with 90 – 100% accuracy. Provided fully correct result. MAT540 Student Version 1122 (11-29-2011) Final Page 6 of 19 Criteria produce a coherent answer to the question posed in the case study. (a) Answer the question posed in the case study. (b) How confident are you that this answer is a good one? (c) What are the limits of the study? 0 Unacceptable (0 points) and/or discussed insufficiently. 1 Developing (6 points) Omitted discussion of confidence. Discussed limitations partially with 70 – 79% accuracy, logic, and clarity. 2 Competent (9 points) result. Identified confidence and discussed limitations sufficiently with 80 – 89% accuracy, accuracy, logic, and clarity. Exemplary (12 points) Identified confidence and discussed limitations fully with 90 – 100% accuracy, logic, and clarity. WEEK 4 Course outcome in focus: ? Apply the most appropriate forecasting method for the properties of the available data ? Use technology and information resources to research and communicate issues in Management Science. Supporting top ics: ? Forecasting components ? Time series methods ? Forecast accuracy ? Time series forecasting ? Regression methods Weekly Activities: Reading: Chapter 15, Forecasting Assignments: ? Complete Internet Field Trip Course Lectures: ? Lecture/discussion on Forecasting components; time series methods There are many ways to forecast the future. In numerous firms (especially smaller ones), the entire process is subjective, involving intuition, and years of experience. There are also many quantitative forecasting models, such as moving averages, exponential smoothing, trend projections, and least squares regression analysis. Regardless of the method that is used to make the forecast, the same eight overall procedures that follow are used. Eight Steps to Forecasting MAT540 Student Version 1122 (11-29-2011) Final Page 7 of 19 . Determine the use of the forecast what objective are we trying to obtain? 2. Select the items or quantities that are to be forecasted. 3. Determine the time horizon of the forecast is it 1 to 30 days (short term), 1 month to 1 year (medium term), or more than 1 year (long term)? 4. Select the forecasting model or models. 5. Gather the data needed to make the forecast. 6. Validate the forecasting model. 7. Make the forecast. 8. Implement the results. These steps present a systematic way of initiating, designing, and implementing a fore-casting system. When the forecasting system is to be used to generate forecasts regularly over time, data must be collected routinely, and the actual computations or procedures used to make the forecast can be done automatically. When a computer system is used, computer forecasting files and programs are needed. There is seldom a single superior forecasting method. One organization may find regression effective, another firm may use several approaches, and a third may combine both quantitative and subjective techniques. Whatever tool works best for a firm is the one that should be used. Activity – Rationale of Forecasting o o ? ? Choose one of the forecasting methods and explain the rationale behind using it in real-life. Describe how a domestic fast food chain with plans for expanding into China would be able to use a forecasting model. Lecture/discussion on Forecast accuracy; time series forecasting; regression methods Activity – Forecasting Methods Question for discussion: o What is the difference between a causal model and a time- series model? Give an example of when each would be used. o What are some of the problems and drawbacks of the moving average forecasting model? How do you determine how many observations to average in a moving average model? How do you determine the weightings to use in a weighted moving average model? Assignment: Assignment #2: Internet Field Trip 1. Research: Research at least six (6) information sources on forecasting methods; take MAT540 Student Version 1122 (11-29-2011) Final Page 8 of 19 2. 3. 4. 5. 6. 7. notes and record and interpret significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. Preparation: Produce as storyboard with thumbnails of at least ten (10) slides. Include the following elements: o Title of slide, text, background color, placement & size of graphic, fonts – color, size, type for text and headings o Hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any) o Number on slides clear o Logical sequence to the presentation Content: Provide written content with the following elements: o introduction that presents the overall topic (clear sense of the project’s main idea) and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. accurate, current o clear, concise, and shows logical progression of ideas and supporting information o motivating questions and advanced organizers o rawn mainly from primary sources Text Elements: Slides should have the following characteristics: o fonts are easy-to-read; point size that varies appropriately for headings and text o italics, bold, and indentations enhance readability o back ground and colors enhance the readability of text o appropriate in length for the target audience; to the point Layout: The layout should have the following characteristics: o visually pleasing o contributes to the overall message o appropriate use of headings, subheadings and white space Media: The graphics, sound, and/or animation should o assist in presenting an overall theme and enhance understanding of concept, ideas and relationships o have original images that are created using proper size and resolution; enhance the content o have a consistent visual theme. Citations: The sources of information should: o properly cited so that the audience can determine the credibility and authority of the information presented o be properly formatted according to APA style The assignment will be graded using the associated rubric. Grading Rubric for Assignment # 2 Internet Field Trip There are 8 possible points for each of the 5 criteria, so that the total number of points is 40 points. Cri teria 1. ) Research: Showed research of at least six (6) information sources; 0 Unacceptable (0 points) Did not submit or note cards showed insufficiently completed research 1 Developing (4 points) Note cards showed partially completed research from at least three (3) information 2 Competent (6 points) Note cards showed sufficiently completed research from at least four (4) or five (5) 3 Exemplary (8 points) Note cards showed fully completed research from at least six (6) information MAT540 Student Version 1122 (11-29-2011) Final Page 9 of 19 Criteria take notes and record and interpret significant facts, meaningful graphics, accurate sounds and evaluated alternative points of view. ) Preparation: Produced storyboard with thumbnails of 10 slides with these elements: (1) Title of slide, text, background color, placement & size of graphic, fonts – color (2) size, type for text and headings (3) Hyperlinks (list URLs of any site linked from the slide), narration text, and audio f iles (if any) (4) Number on slides clear (5) Logical sequence to the presentation 2. Content: Provided content with (1) attention-getting introduction, (2) content that is accurate and current (3) clear, concise, and shows logical progression of ideas, (4) supporting information motivating questions and advanced organizers, (5) taken from primary sources 3. Text Elements: (1) fonts are easy-toread; (2) point size that varies appropriately for headings, and text (3) italics, bold, and indentations enhance readability, (4) background and colors enhance the readability of text, (5) appropriate in length for the target audience; (6) to the point (7) Applied correct spelling, punctuation, grammar, and (8) APA style. 4. Layout: The layout 0 Unacceptable (0 points) from two (2) or fewer information sources. Insufficiently recorded and interpreted facts, graphics, sounds, or did not evaluate alternate points of view. Did not submit or produced insufficiently developed storyboard with thumbnails of one (1) to five (5) slides with one (1) to Two (2) required elements. Fulfilled with less than 70% accuracy, quality, and thoroughness. Developing (4 points) sources; recorded and interpreted some acceptable facts, some appropriate graphics, sounds and sufficiently evaluated alternative points of view. Produced partially developed storyboard with thum bnails of at least six (6) or seven (7) slides with three (3) of the (5) required elements. Fulfilled with 70 – 79% accuracy, quality, and thoroughness. 2 Competent (6 points) information sources; recorded and interpreted acceptable facts, appropriate graphics, accurate sounds, and sufficiently evaluated alternative points of view. Produced sufficiently developed storyboard with thumbnails of at least eight (8) slides with four (4) of the (5) required elements. Fulfilled with 80 – 89% accuracy, quality, and thoroughness. Exemplary (8 points) sources; recorded and interpreted significant facts, meaningful graphics, accurate sounds, and fully evaluated alternative points of view. Prepared fully developed storyboard with thumbnails of at least 10 slides with all five (5) required elements. Fulfilled with 90 – 100% accuracy, quality, and thoroughness. Did not submit or provided insufficiently developed introduction and content with two (2) or fewer of required eleme nts included. Addressed with less than 70% accuracy, motivation, logic, support, and research. Provided partially developed introduction and content with three (5) of five (5) required elements included. Addressed with 7079% accuracy, motivation, logic, support, and research. Provided sufficiently developed introduction and content with four (4) of five (5) required elements included. Addressed with 8089% accuracy, motivation, logic, support, and research. Provided excellent and fully developed introduction and content with all five (5) required elements included. Addressed with 90-100% accuracy, motivation, logic, support, and research. Did not submit or did not demonstrate acceptable use of the text elements. Issues with text elements prevented effective communication of message. Had 8 + errors in spelling, punctuation, grammar, and APA style. Demonstrated acceptable use of 4 – 5 text elements. Text elements provided some helpful support to the communication of the message. Had 6 – 7 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 70 – 79% quality and accuracy. Demonstrated sufficient use of 6 – 7 of the text elements. Text elements provided sufficient support to the communication of the message. Had no 3 – 5 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 80 – 89% quality and accuracy. Demonstrated excellent use of all 8 text elements. Text elements provided outstanding support to the communication of the message. Had 0 2 errors in spelling, punctuation, grammar, and APA style. Fulfilled with 90 – 100% quality and accuracy. Did not submit or the The layout of the The layout of the The layout of the MAT540 Student Version 1122 (11-29-2011) Final Page 10 of 19 Criteria of the message demonstrated these characteristics: (1) visually pleasing;(2) contributed to the overall message; had (3) appropriate headings, (4) subheadings, (5) and white space 0 Unacceptable (0 points) layout of the message was not acceptable and did not support communication of the message sufficiently. Layout did not include enough of the five (5) of the layout characteristics. 1 Developing (4 points) message was acceptable and supported communication of it to some extent. Layout included three (3) of the five (5) of the layout characteristics. Fulfilled with 70 – 79% quality and accuracy. Provided media that were acceptable and met only one (1) of the three (3) characteristics. Fulfilled with 70 – 79% quality and accuracy. 2 Competent (6 points) message was good and supported communication of it sufficiently. Layout included four (4) of the five (5) of the layout characteristics. Fulfilled with 80 – 89% quality and accuracy. 3 Exemplary (8 points) message was excellent and supported communication of it very well. Layout included all five (5) of the layout characteristics. Fulfilled with 90 – 100% quality and accuracy. Provided media that were excellent and met all three (3) of the characteristics. Fulfilled with 90 – 100% quality and accuracy. 5. Media: The media should include these characteristics: (1) graphics, sound, and/or animation that assist in presenting an overall theme and enhance understanding of concept, ideas and relationships; (2) have original images; graphics are created using proper size and resolution; enhance the content; (3) have a consistent visual theme. Did not submit or the media used were unacceptable and did not meet the requirements. Provided media that were sufficient and met two (2) of the three (3) characteristics. Fulfilled with 80 – 89% quality and accuracy. WEEK 5 Weekly Activities: Reading: ? Midterm exam will cover contents from chapters 1, 11, 12, 14 and 15 Assignments: ? Complete Midterm Examination Assignment: Midterm Exam Students are to take the Midterm that covers the material in Chapters 1, 11, 12, 14 and 15. The Midterm is located in the course shell under the Week 5 tab. This is an open book, timed exam that can only be taken once with a time limit of four hours. The exam consists of a combination of true/false, multiple choice, and problem questions for a total of 40 questions. Each question is worth 5 points. MAT540 Student Version 1122 (11-29-2011) Final Page 11 of 19 WEEK 6 Course outcome in focus: ? Solve linear programming problems. Supporting topics: ? Model formulation ? Maximization model ? Graphical solutions of linear programming models ? A minimization model ? Irregular types of linear programming models ? Characteristics of linear programming problems Weekly Activities: Reading: Chapter 2, Linear Programming: Model Formulation and Graphical Solution Assignments: ? Complete Week 6 Quiz Course Lectures: ? ? Lecture/discussion on Model formulation; maximization model Activity –Linear programming Model o What are some business uses of a linear programming model? Provide an example. Lecture/discussion on irregular types of linear programming models; characteristics of linear programming problems Activity – Characteristics of linear programming o In the graphical method, how do you know when a problem is infeasible, unbounded, or when it has multiple optimal solutions? o What are the essential ingredients of an LP model? Why is it helpful to understand the characteristics of LP models? Lecture/discussion on Minimization model Activity – Minimization model o Distinguish between a minimization and maximization LP model. How do you know which of these to use for any given problem? ? ? ? ? Assignment: Quiz 3 Please take the quiz in the course shell for Week 6 that covers the material in Chapter 2. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem MAT540 Student Version 1122 (11-29-2011) Final Page 12 of 19 questions for a total of twenty questions. Each question is worth 2 points. WEEK 7 Course outcome in focus: ? Create sensitivity analysis on linear programming model parameters. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? Computer solution of linear programming problems ? Sensitivity analysis Weekly Activities: Reading: ? Chapter 3, Linear Programming: Computer Solution and Sensitivity Analysis Assignments: ? Complete Week 7 Case assignment Course Lectures: ? Lecture/discussion on Computer solution of linear programming problems Sensitivity analysis investigates how our decision might change given a change in the problem data. Sensitivity analysis is a vital part of all spreadsheet modeling. In optimization modeling, some of the most valuable insights come not from the optimal solution itself, but from a sensitivity analysis around the optimal solution. As we will see, the special structure of linear programs gives rise to certain characteristic results. Compared to the Solver Sensitivity output, the Sensitivity Report is more precise but less flexible. The Sensitivity Report is more precise than Solver Sensitivity with respect to the question of where the decision variables change or where a shadow price changes. ? Activity – Discussion on shadow price o What does the shadow price reflect in a maximization problem? Please explain o How do the graphical and computer-based methods of solving LP problems differ? In what ways are they the same? Under what circumstances would you prefer to use the graphical approach? Lecture/discussion on Sensitivity analysis Activity – Discussion on sensitivity analysis o How does sensitivity analysis affect the decision making process? How could it be used by managers? ? ? Assignment: MAT540 Student Version 1122 (11-29-2011) Final Page 13 of 19 Assignment #3: Case Problem â€Å"Julia’s Food Booth† Complete the â€Å"Julia’s Food Booth† case problem on page 109 of the text. Address each of the issues A- D according the instructions given. o (A) Formulate and solve an L. P. model for this case. (B) Evaluate the prospect of borrowing money before the first game. o (C) Evaluate the prospect of paying a friend $100/game to assist. o (D) Analyze the impact of uncertainties on the model. The assignment will be graded using the associate d rubric. Outcome Assessed: ? Create sensitivity analysis on linear programming model parameters ? Communicate issues in Management Science Grading Rubric for Assignment – Assignment #4 Case Problem There are 12 points in each of the five criteria for a total of 60 points possible Criteria 0 Unacceptable (0 points) Did not submit or LP model is not sufficiently attempted and does not demonstrate a. recognizable attempt to model this case. Did not submit or did not solve the linear programming model accurately. Did not submit or did not evaluate accurately. 1 Developing (6 points) LP model is partially correct, but has errors in the objective function or constraints. Described with 70 – 79% accuracy, clarity, and completeness. Solved the linear programming model with 70 – 79% accuracy. Evaluated and explained with 70 – 79% accuracy. 2 Competent (9 points) LP model has objective function and most constraints correctly specified. Described with 80 – 89% accuracy, clarity, and completeness. Solved the linear programming model with 80 – 89% accuracy. Evaluated and explained with 80 – 89% accuracy. Exemplary (12 points) LP model has objective function and all constraints fully and correctly specified. Described with 90 – 100% accuracy, clarity, and completeness. Solved the linear programming model with 90 – 100% accuracy. Evaluated and explained with 90 – 100% a ccuracy. 1. Formulate an LP model for this case. (Part A). 2. Solve the linear programming model formulated in Criterion 1 (Part A) 3. Evaluate the prospect of borrowing money before the first game. (Part B). 4. Evaluate the prospect of paying a friend $100/game to assist. (Part C) 5. Analyze the impact of uncertainties in the model. (Part D) Did not submit or did not evaluate accurately. Did not submit or did not analyze accurately. Evaluated and explained with 70 – 79% accuracy. Analyzed the impact with 70 – 79% accuracy, logic, and completeness. Evaluated and explained with 80 – 89% accuracy. Analyzed the impact with 80 – 89% accuracy, logic, and completeness. Evaluated and explained with 90 – 100% accuracy. Analyzed the impact with 90 – 100% accuracy, logic, and completeness. WEEK 8 Course outcome in focus: ? Apply linear programming models to project management applications. Supporting topics: ? Product mix ? Diet ? Investment MAT540 Student Version 1122 (11-29-2011) Final Page 14 of 19 ? Marketing ? Transportation ? Blend ? Multiperiod scheduling ? Data envelopment analysis Weekly Activities: Reading: ? Chapter 4, Linear Programming: Modeling Examples Assignments: ? Complete Week 8 Quiz Course Lectures: ? Lecture/discussion on how linear programming is used to solve various types of models. The types of examples are product mix examples, diet examples, investment examples, marketing examples, transportation examples, blend examples, multiperiod scheduling examples, and data envelopment analysis examples. Activity –Discussion on objective function o What is the relationship between decision variables and the objective function? o What is the difference between an objective function and a constraint? Lecture/discussion on how we follow the same procedure: identify the decision variables, determine the objective function, and develop the model constraints. Activity – Discussion on applications of linear programming o Does the linear programming approach apply the same way in different applications? Explain why or why not using examples. ? ? ? Assignment: Quiz 4 Students are to take the quiz in the course shell for Week 8 that covers the material in Chapter 4. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. WEEK 9 Course outcome in focus: ? Solve integer programming problems. Supporting topics: ? Integer programming (ip) models ? Integer programming graphical solution MAT540 Student Version 1122 (11-29-2011) Final Page 15 of 19 ? Computer solution of integer programming problems Weekly Activities: Reading: ? Chapter 5, Integer Programming. Assignments: ? Complete Week 9 Quiz Course Lectures: ? Lecture/discussion on the three basic types of integer linear programming models. In a total integer model, all of the decision variables are required to have integer solution values. In a zero-one integer model, all the decision variables must have values of zero or one. In a mixed integer model, some, but not all, of the decision variables are required to have integer solutions. Activity – Discussion on the difference between integer and linear programming o Explain how the applications of Integer programming differ from those of linear programming. o Why is â€Å"rounding-down† an LP solution a suboptimal way to solve Integer programming problems? ? Lecture/discussion on how to solve these different models, certain constraints must be specified as part of the model. For a total integer model, all decision variables must be designated as integer. For a zero-one integer model, the decision variables must be designated as integers, with the only possible values being zero and one. Finally, for a mixed integer model, only those decision variables that must be integers are designated as integer values. The other decision variables can be designated as real, or non-integer, values. ? Activity – discussion on characteristics of integer programming problems o Explain the characteristics of integer programming problems. o Give specific instances in which you would use an integer programming model rather than an LP model. Provide real-world examples. Assignment: Quiz 5 Students are to take the quiz in the course shell for Week 9 that covers the material in Chapter 9. This is an open book, timed quiz that can only be taken once with a time limit of one hour. The quiz consists of a combination of true/false, multiple choice, and problem questions for a total of twenty questions. Each question is worth 2 points. Online students are to complete the quiz by Sunday Midnight of Week 9. On-campus students are to complete this quiz before the Week 10 class meeting. WEEK 10 MAT540 Student Version 1122 (11-29-2011) Final Page 16 of 19 ? Course outcome in focus: ? Develop solutions for transshipment problems. ? Use technology and information resources to research issues in Management Science. Supporting topics: ? The transportation model ? Computer solution of a transportation problem ? The transshipment model ? Computer solution of a transshipment problem ? The assignment model Weekly Activities: Reading: ? Chapter 6, Transportation, Transshipment, and Assignment Problems Assignments: ? Complete Week 10 Case Assignment Course Lectures: ? Lecture/discussion on transshipment models being an extension of the transportation model where intermediate points, known as transshipment points, are added between sources and destinations. Activity – Discussion on transshipment problems o Can we apply transshipment models to inventory applications? Why or why not? o Is the transportation model an example of decision making under certainty or decision making under uncertainty? Why? Lecture/discussion on assignment problem being a special form of a linear programming model in which all supply and demand values equal one. Activity – Discussion on transportation problems o o Assignment: Assignment #4: Case Problem â€Å"Stateline Shipping and Transport Company† Read the â€Å"Stateline Shipping and Transport Company† Case Problem on pages 273-274 of the text. Analyze this case, as follows: 1. In Excel, or other suitable program, develop a model for shipping the waste directly from the 6 plants to the 3 waste disposal sites. MAT540 Student Version 1122 (11-29-2011) Final Page 17 of 19 Explain the assignment model and how it facilitates in solving transportation problems. What benefits would be gained from using this model? ? ? ? 2. Solve the model you developed in #1 (above) and clearly describe the results. 3. In Excel, or other suitable program, Develop a transshipment model in which each of the plants and disposal sites can be used as intermediate points. 4. Solve the model you developed in #3 (above) and clearly describe the results. 5. Interpret the results and draw conclusions that address the question posed in the case problem. What are the limits of the study? Write at least one paragraph. There are two deliverables for this Case Problem, the Excel spreadsheets and an accompanying written description/explanation. Please submit both of them electronically via the dropbox. The assignment will be graded using the associated rubric. Outcome Assessed: ? Develop solutions for transshipment problems. Communicate issues in Management Science Grading Rubric for Stateline Shipping & Transport Case Problem There are 12 points in each of the five criteria for a total of 60 points possible 0 Unacceptable (0 points) Did not submit or the objective function and/or constraints are specified with le ss than 70% accuracy. Criteria 1 Developing (6 points) The objective function and constraints are specified and described with 70 – 79% accuracy. The model is solved, but its validity is questionable or it is incorrectly described. The objective function and constraints are specified and described with 70 – 79% accuracy. The model is solved, but its validity is questionable or it is incorrectly described. There are errors in interpreting the results; or inappropriate conclusions are drawn; or this is not clearly communicated. 2 Competent (9 points) The objective function and most or all constraints are specified correctly and adequately described. The model is solved and the results are mostly valid and mostly correctly described. The objective function and most or all constraints are specified correctly and adequately described. The model is solved and the results are mostly valid and mostly correctly described. Results are interpreted in a mostly correct manner; conclusions drawn are mostly appropriate; and communicated in a mostly clear manner. 3 Exemplary (12 points) The objective function and all constraints are specified correctly in the model and clearly described The model is solved and the results are valid and correctly described. The objective function and all constraints are specified correctly in the model and clearly described The model is solved and the results are valid and correctly described. Results are correctly interpreted; appropriate conclusions are drawn and communicated clearly. 1. Develop a transportation model for shipping from the 6 plants directly to the 3 disposal sites. Describe and implement the model. 2. Solve the model given in 1 and describe the results. Did not solve the model or adequately describe the results. 3. Develop a transshipment model in which each of the plants and disposal sites can be used as intermediate points. 4. Solve the model given in 3 and describe the results. Did not submit or the objective function and/or constraints are specified with less than 70% accuracy. Did not solve the model or adequately describe the results. 5. Interpret the models and draw conclusions Did not complete the assignment or interpretation and/or conclusions drawn are invalid and/or not intelligibly communicated. WEEK 11 Weekly Activities: Reading: ? Final exam will cover contents from chapters 1, 2, 3, 4, 5, 6, 11, 12, 14 and 15 MAT540 Student Version 1122 (11-29-2011) Final Page 18 of 19 Assignments: ? Complete Final Examination Assignment: Final Exam Students are to take the Final Exam that covers the material in Chapters 1, 2, 3, 4, 5, 6, 11, 12, 14 and 15. The Final exam is located in the course shell under the Week 11 tab. This is an open book, timed exam that can only be taken once with a time limit of four hours. The exam consists of a combination of true/false, multiple choice, and problem questions for a total of 40 questions. Each question is worth 5 points. ASSIGNMENT OUTLINE AND GRADING Assignment Type Discussions = 9 x 20 points = 180 points 18% Case Assignments = 3 x 60 = 180 points 18% Quizzes = 5 x 40 = 200 points 20% Midterm Exam = 1 x 200 = 200 points 20% Internet Field Trip = 1 x 40 = 40 points 4% Final Exam = 1 x 200 = 200 points 20% Value Grading Scale 90-100 80-89 70-79 Below 70 A B C F MAT540 Student Version 1122 (11-29-2011) Final Page 19 of 19

Family in the 21st Century Essay

Family inthe 21st Century Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the past years family has been the base of the society but there has been an enormous change in this 21st century. This change has brought a new meaning of a family. There are a lot of factors that has contributed to this change of the real meaning of a family. This change is not for the better of the family but for the worse and because of that there has been a failure in the society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The real concept of the family according to peter, 1998 was based on extended family where all families were staying together even some under one roof. In those families, children were taken-care by all members of the family. This has eventually changed in this century where now families live far from their relatives and even most of the children they do not know their grand parent (Clarke et al, 1998). This has made evil to increase in the society in that relatives can marry because they do not know one another’s origin. In the past, families consulted their grand parents during difficult time, but in this generation there is no respect between families and there grand parents. This reflects the true meaning of a family in this generation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mothers were not allowed to work outside home job a century ago; this was for the advantage of the children because they were raised in a good manner. Due to change in labor market in this generation the percentage of working women has increased. This has caused a situation where both parents are working and thus children’s are left to house workers, this is the reason why the young generations of this century are so evil because they do not have anybody to guide them. That is the new meaning of families today where they are so business oriented and they forget parental (Clarke et al, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Families of this century have become ant-technology in that they spend all their time on televisions, phones and in the social media. This is not only children only but also parents. Parents lack time to teach their kids good morals and they end up to be a problem in the society. The exposure of children to this social media has caused them to be introduced to evil things at a younger age. Due to lack of time between parents and children’s, there has been lack of unity in the today’s families (Clarke et al, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is because parents are to busy with their work and they have no time with their children’s and even themselves. The new concept of families today is that families do not know each other. Parents do not know each other and children do not know their parents. Lastly many families today consist of single parents or children being raised by their grand parents this is because of divorce in many families. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The concept of family has changed in the 21st century for worse and thus family has lost its position as a corner stone in the society. The evil that is in the society today is due to the failure of the family to stand in its position. Children are the most affected in this dramatic change of families, this is because when parents divorce children’s are the ones who suffer and when they lack morals due to their parent’s failure, they are still the ones who suffer. Reference Peter Clarke, Cheri Viniall and others, (1998) Raising the standard: Thecode of practice forchildren’s information service.Published by Choices in Childcare. Out of print. Source document

Extended Definition Essay: Professional Dog Breeder

Student Instructor ENG 101 9 November 2011 Professional Dog Breeder A definition for the title â€Å"professional dog breeder† is not found in any dictionary nor are there any established laws that regulate the breeding of dogs, only the housing and feeding of them. Dog breeder most commonly calls up all manner of horrific images mass-produced by broadcast news and talk show commentators to depict starving, filthy, dying dogs and puppies caged in tiny wire pens. People do not realize the negative mental outlook this misconception attaches to all breeders nor do they realize that these dog breeders are not only cruel but breaking the only basic laws that regulate the business. It is evident there is a cavernous gap between a good professional breeder and a backyard breeder concerning the quality of dogs bred and the care provided for them. In fact, a good professional dog breeder will do everything in his or her power to insure the prospective owner receives a genetically healthy puppy with the highest quality bloodlines. Being a dog breeder does not automatically make a person a cruel or inhumane pet owner. The definition of a good â€Å"professional dog breeder† is an individual that will have every dog genetically tested to insure only the best are used for breeding, will be meticulously dedicated to improving bloodlines, and will strive to match each puppy to the lifestyle of the prospective owner. One of the first definitions for the title â€Å"professional dog breeder† will be someone aware of the genetic issues prominent for his or her specific breed and will have certified genetic testing completed to prevent these faults from being passed to future generations. Genetic testing is vital to the professional breeder that prefers to sell based on his or her good reputation. In addition, genetic testing on adult dogs will greatly increase the percentage of high quality, genetically sound puppies being produced. Genetic testing on the ears, eyes, and teeth can be certified by any veterinary during a well-puppy visit done between five and seven weeks of age. Therefore, professional breeders have testing performed on the eyes and ears as a courtesy more than a genetic concern. Testing preformed on teeth will be slightly more involved and presents a larger concern because the occasional baby tooth has to be surgically removed to insure the bite pattern is smooth and even. More advanced genetic testing, such as for luxating patella (congenital structural deformity of the knee) and testing on cardiac function, are serious and more involved. Results have to be mailed to the Orthopedic Foundation for Animals, where test results are recorded to their database. Prospective owners have the ability to view certification and testing results at their convenience. Likewise, a professional breeder will have genetic DNA test results registered with the American Kennel Club for any male old enough to sire a litter. Indeed, the genetic results from the DNA can be invaluable if there is an issue involving proof of parentage. A professional breeder will be very diligent about keeping all test results up to date and posted on the proper canine data research boards. The professional breeder will strive to produce genetically sound puppies that new owners will be proud to own. No professional breeder would ever breed two dogs of questionable genetics because the puppies would be the ones to suffer. Another definition for the title â€Å"professional dog breeder† is an individual meticulously dedicated to improving the bloodlines for any future puppies they hope to produce. The AKC has very distinct guidelines for the ideal representative of each breed. The AKC is the established authority on all things dog related, the AKC rules and regulations are the basis and final word for all breeding, testing and showing. To produce the best quality, needs the true and proven bloodlines of the older Champion dogs. Many of the great old name bloodline sires passed without any offspring to carry their grandeur into future generations. A professional breeder will research and locate these wonderful old bloodlines that may still be available. The professional breeder has a relentless desire to find the perfect male to mate with his or her female to produce puppies with the greatest bloodlines possible. This process involves many hours of research comparing pedigrees to find the ideal bloodlines. As a result, professional breeders will prefer breeding privileges to the older Champion males for the simple fact they may be the only remaining prodigy from a highly desired bloodline. Consequently, the breeding between the prized male and prospective female may require months of planning. The breeder spends hours trying to determine the advantages based on each dog according to size, body shape, and coat length. Professional breeders will wait months and drive ours to procure the breeding rights to a perfect male for their female. The dreams of a lifetime may be the result of crossing two exceptional bloodlines. Lastly, a definition for the title â€Å"professional dog breeder† will be an individual that strives to match the personalities of the puppies to the personalities and lifestyles of the prospective owners. This may sound like a very easy thing to accomplish, when in fact it requires a great deal of effort. A professional breeder will desire for his or her puppy to become part of a wonderful home. It is the responsibility of the professional breeder to ensure his or her puppy is matched with the best human family. For example, a large puppy will be a match made in heaven for a family with several rowdy children. A professional breeder will allow the robust, out-going, much larger puppy to play with the children. In turn, this will allow the parents to see how well the larger puppy responds to children. This puppy will be very comfortable with the noise and activity; his or her larger size will allow slightly more energetic play. In comparison, a smaller, shy puppy may be placed in the room for a second to allow the parents to see how totally unacceptable a tiny, shy puppy would be for their large, noisy family. This puppy will be too scared to move and will cower in the corner. Similar to this, for the young, athletic couple the professional breeder will introduce a very energetic, bouncy puppy that will run laps around the room. It would not be a suitable match to offer this couple a calm, relaxed, or timid puppy because it would never match their life style, both parties would be miserable. On the other hand, when the shy, tiny puppy is placed in the arms of an elderly gentleman, it is love at first touch. Without any fear, the timid puppy gives kisses, plays and snuggles in the gentleman’s lap and goes fast asleep. When the puppy and the prospective owner are matched properly, they form a trusting and loving bond that will transcend time. As one can see, the title â€Å"professional dog breeder† has a depth of meaning often overlooked by the public. Mating a male and a female dog does not make a good professional breeder. With so many things to consider, a good professional breeder will only breed dogs that are tested and cleared genetically. They wish to produce puppies utilizing the best Champion bloodlines available. They strive to match the personality of the puppy to the prospective owner. Competent breeding is a full-time commitment that requires many hours of research. When good genetics, personalities, and bloodlines are combined the professional breeder has the perfect recipe for a lifetime of companionship and happiness between puppy and owner.

Mergers and Acquisition Essay Example | Topics and Well Written Essays - 3000 words

Mergers and Acquisition - Essay Example The paper here studies the effectiveness of the mergers and acquisitions and also the limitations of the overall process in gaining the profitability of the newly formed company. The role of Merger and acquisition: Most organization incorporates the strategy of the mergers and acquisition only in time of crisis faced by them. As a result the organization entering in to the process fails to critically look in to several issues like the strategic fit, and the risk involved with such strategies. The shareholders value in the firm takes a major setback due to such hasty decision making, from the companies’ behalf. The organizations should critically analyze the role play of such strategies. Generally there are various roles which are carried out by the undertaking of an effective merger and acquisition strategy. (The Boston consulting group, n. d) Mergers and acquisitions can create opportunities for the organizations to lower the respective cost of various expenses incurred. The incorporation of the merger strategies by the organization helps them to establish a new set of business model which can result in gain of productivity of both the organizations concerned. The overall market position can also be improved by the successful implementation of the strategy. Overall the mergers can create opportunities for an organization to gain new capabilities or simply add to their existing skill set. (The Boston consulting group, n. d) The success factor of the mergers and acquisition can lead to a gain of the scale both in measures of scale and scope. A successful merger can lead to the elimination of various risks associated with the execution of the business. The option of leveraging the asset of the acquired organization with that of the other organization provides huge financial benefit for the organizations. A successful merger can also lead to tremendous growth and diversification of the organizations. (Hunt, 2009, p.212,) It has been noted that the recent tr end suggests that the organizations are failing to apply the strategy of the mergers and acquisitions in a proper fashion which has contributed to the overall failure. The fine line between the success and the failure of the mergers can be based on significant factors. As the mergers and acquisitions of the organizations leads to a complete restructure of the companies, proper effort form the management is needed to be careful after the implementation. Other than the financial and market factors organizations also needs to be careful regarding the human resource planning. . (Mergers integration, n. d)The failure of the mergers can significantly hamper all levels of the organization. Due to the non achievement of the expected gains of the organization the shareholders are affected at the beginning and it leads to their discontent. The most severe implication of the failure of the mergers can result in the accumulation of more amounts of losses for the organization than the gains whic h leads to the decline of the value of the shareholders. The failure can lead to a complete business tragedy for the organizations by factors like decrease of productivity, and customer satisfaction and loss of reputations of the brand name. (Mergers integration, n. d) Reasons for failure: The reasons for the failure of the